Unit 1 This is me-Understanding ideas 教学设计 2025-2026学年外研版英语八年级上册

Unit 1 This is me-Understanding ideas This unit, "This is me," serves as an excellent starting point for Grade 8 students to express themselves in English. The main theme revolves around self - introduction and getting to know others. Through various texts and activities, students will learn to describe their personal information, hobbies, personalities, and daily routines. The unit typically includes reading materials such as personal profiles, dialogues between new classmates, and listening exercises related to students sharing about themselves. These materials are designed to expose students to useful vocabulary, sentence structures, and communication strategies for self - introduction, which will be beneficial for their further communication in both daily life and academic settings. 教学目标 Students will be able to master key vocabulary related to personal information, such as "name, age, height, weight, hobby, favorite, etc." and use them correctly in sentences. Acquire and understand important sentence patterns for self - introduction, like "My name is...", "I am... years old", "I like...", "My favorite... is...", and be able to make sentences and dialogues using these patterns. Learn about the basic usage of the present simple tense when describing personal habits and routines, for example, "I get up at 6:30 every morning." 教学重难点 A. Key Points Key vocabulary and sentence patterns for self - introduction. Teachers need to ensure students can correctly pronounce, understand the meaning of the new words, and use the sentence patterns in various situations. The correct usage of the present simple tense in describing personal routines and habits. Students should be able to distinguish between the present simple tense and other tenses and use it accurately. B. Difficult Points Helping students to introduce themselves vividly and with more details, not just using simple and repetitive sentences. For example, instead of just saying "I like reading," students can say "I am really into reading various kinds of books, especially science - fiction novels, as they can broaden my horizons and stimulate my imagination." Making students understand and apply the cultural differences in self - introduction. In some Western cultures, people may be more direct and open in self - introduction, while in Chinese culture, people are usually more modest. Teachers need to guide students to be aware of these differences when communicating with native speakers. A. Vocabulary Personal information: name, age, birthday, gender, nationality, hometown Appearance: tall, short, medium height, fat, thin, long hair, short hair, curly hair, straight hair Hobbies: read, write, draw, sing, dance, play basketball/football/volleyball, swim, ride a bike, collect stamps/coins Daily routines: get up, wash face, brush teeth, have breakfast/lunch/dinner, go to school/work, do homework, watch TV, go to bed B. Sentence Patterns Self - introduction: My name is... / I'm... I am... years old. I come from... / My hometown is... I study in... school. Expressing hobbies: I like/love doing... My favorite hobby is... I am interested in... Describing daily routines: I usually/often/sometimes get up at... After breakfast, I go to school by... In the evening, I do my homework first and then... C. Grammar The present simple tense: Structure: Affirmative: Subject + verb (s/es) + other elements. For example, He likes playing football. Negative: Subject + don't/doesn't + verb 原形 + other elements. For example, I don't like math. She doesn't go to school by bike. Interrogative: Do/Does + subject + verb 原形 + other elements? For example, Do you like English? Does he get up early? Usage: To describe habits, routines, and general facts. For example, The earth moves around the sun. I often play basketball on weekends. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of famous people on the PPT, such as Taylor Swift, LeBron James, and Jack Ma. Ask students to quickly say the names of these people. T: Hello, class! Nice to see you again. Now, look at the pictures on the screen. Who can tell me their names? Ss: Taylor Swift! LeBron James! Jack Ma! After that, start a simple conversation with the students. T: Do you want to be as famous as them in the future? Ss: Yes! T: Great! Then, today we are going to learn how to introduce ourselves in English. Maybe one day, you can introduce yourself to the whole world. B. Lead - in (5 minutes) Show a picture of a new student standing in front of the class. Ask students to imagine what the new student might say to introduce himself/herself. T: Look at this picture. Here comes a new student. What do you think he/she will say to introduce himself/herself? Discuss with your partners. (Students discuss in pairs for about 2 minutes.) Invite some pairs to share their ideas. S1: He may say, "Hello, everyone. My name is Tom. I'm 13 years old." S2: She might say, "Hi, I'm Lily. I like dancing. Nice to meet you all." C. Presentation (15 minutes) Vocabulary teaching Use the PPT to show the new words one by one. Teach students how to pronounce the words correctly, and explain the meaning with pictures or examples. For example, when teaching "hobby", show pictures of different hobbies like reading, dancing, and playing basketball. T: Look at this word "hobby". It means an activity that you enjoy doing in your free time. Look at these pictures. Reading, dancing, and playing basketball are all hobbies. Follow me, hobby, hobby. Ss: Hobby, hobby. Then, let students practice reading the words in groups. Sentence pattern teaching Write some basic self - introduction sentence patterns on the blackboard, such as "My name is...", "I am... years old", "I like...". Explain the structure and usage of each pattern. T: Now, look at the sentence patterns on the blackboard. "My name is..." is used to tell others your name. For example, My name is Lucy. Can you make a sentence like this? Ss: My name is Mike. Do the same for other sentence patterns. Let students practice making sentences using the new words they just learned. Grammar teaching (the present simple tense) Use some simple examples on the PPT to introduce the present simple tense. T: Look at these sentences. "I get up at 7:00 every morning." "She goes to school by bus." These sentences are in the present simple tense. We use it to talk about things that happen regularly or are always true. Explain the affirmative, negative, and interrogative forms of the present simple tense again, and give more examples. Then, let students do some simple exercises on the screen to practice using the present simple tense. D. Practice (10 minutes) Pair work Ask students to work in pairs. They need to introduce themselves to their partners using the learned vocabulary, sentence patterns, and the present simple tense. Each student should talk for at least one minute. T: Now, it's your turn to practice. Introduce yourself to your partner. Remember to use the words and sentences we learned today. And try to use the present simple tense when talking about your daily routines. (Students practice in pairs. The teacher walks around the classroom, listening to their conversations and offering help if necessary.) Role - play Divide the class into several groups of four. Each group needs to create a short dialogue. Suppose they are new students in a school. They meet in the classroom and introduce themselves to each other. T: Next, we will do a role - play. You are new students. Talk about your names, ages, hobbies, and daily routines. Then, act out your dialogues in front of the class. (Students prepare their dialogues in groups for about 5 minutes. Then, several groups come to the front of the class to act out their dialogues.) E. Production (5 minutes) Writing task Ask students to write a short passage about themselves. They should include their personal information, hobbies, and daily routines. Encourage them to use as many new words and sentence patterns as possible. T: Now, take out your pens and paper. Write a passage about yourself. You can start like this: "Hello, everyone. My name is... I am... years old. I come from... I have many hobbies, such as... In my daily life, I usually... " (Students write for about 3 minutes. After they finish, ask some students to read their passages aloud to the class.) F. Summary and Homework (5 minutes) Summary Review the key vocabulary, sentence patterns, and grammar points of this class with the students. T: Class, let's review what we learned today. Who can tell me some of the new words we learned? Ss: Hobby, age, favorite... T: Good. And what are the sentence patterns for self - introduction? Ss: My name is..., I am... years old... T: Great. And don't forget the present simple tense. We use it to describe habits and routines. Homework Ask students to make a personal card. On the card, they should write their personal information, draw a picture of their favorite hobby, and write a short passage about their daily routines. They can decorate the card as they like. T: For your homework, make a personal card. Show it to your parents and introduce yourself to them in English. 教学反思 In this class, the warming - up and lead - in activities were effective in arousing students' interest and getting them involved in the topic. However, in the future, more creative ways can be explored to make the start of the class more exciting. During the presentation of vocabulary, sentence patterns, and grammar, most students seemed to understand. But some students still had difficulty in using the present simple tense correctly, especially when changing negative and interrogative sentences. More practice and individual guidance are needed for these students. The pair work and role - play activities provided students with good opportunities to practice speaking. But some students were a bit shy and didn't fully participate. Teachers should encourage these students more and create a more relaxed speaking environment. The writing task at the end of the class was helpful for students to consolidate what they learned. However, some students' writing was rather simple. In the following classes, more writing skills and expansion of expressions can be taught to improve students' writing ability. Overall, this class achieved most of the teaching objectives, but there is still room for improvement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$